Here's what our SIS 2011 Fellows took away from Kelly's presentation
Reaffirms many of our teaching practices related to writing
the importance of modeling for any age level of student
"Routines" in class are small chunks and build throughout the year
Concepts of grammar instruction--less consumable
List of books to read, authors to explore (for elementary, Katy Ray Wood, Debbie Miller, Debbie Diller, Gail Boushey, Joan Moser)
Tracking changes on Word documents when modeling
Sneeze, not quickwrite
Idea of imitation and "mentor texts"
Systems for handling the paper load
Better ideas of accountability for kids
"Pimp My Writing"
Think Alouds and Making them Work: ask questions to class, collaborate, problem solve, model process, pick out pattern, commentary to make what you're doing visible, Poll class, "pre-thinking"/long term planning, know your students and their challenges with writing so you can be on the look out to address these in the think aloud, keep a list of strategies--entire school year record)
Know audience when writing
Two levels of modeling: texts, teacher
Different versions of the same essay
Constructivist--re-visit the same sentence all week
Focus on essential, expand on practices/exposures
Spiraling--return to ideas repeatedly throughout the school year
Book study groups
July 7, 2011
Here's what our SIS 2011 Fellows took away from Kelly's presentation
Reaffirms many of our teaching practices related to writing
the importance of modeling for any age level of student
"Routines" in class are small chunks and build throughout the year
Concepts of grammar instruction--less consumable
List of books to read, authors to explore (for elementary, Katy Ray Wood, Debbie Miller, Debbie Diller, Gail Boushey, Joan Moser)
Tracking changes on Word documents when modeling
Sneeze, not quickwrite
Idea of imitation and "mentor texts"
Systems for handling the paper load
Better ideas of accountability for kids
"Pimp My Writing"
Think Alouds and Making them Work: ask questions to class, collaborate, problem solve, model process, pick out pattern, commentary to make what you're doing visible, Poll class, "pre-thinking"/long term planning, know your students and their challenges with writing so you can be on the look out to address these in the think aloud, keep a list of strategies--entire school year record)
Know audience when writing
Two levels of modeling: texts, teacher
Different versions of the same essay
Constructivist--re-visit the same sentence all week
Focus on essential, expand on practices/exposures
Spiraling--return to ideas repeatedly throughout the school year
Book study groups